SN University Administration window: 08/01/13 09/15/13 Total sample size = 1,138 SUCCESS INDICES Predictions of student success are based on two criteria. First, ACADEMIC SUCCESS is a student s likelihood of succeeding in the classroom, indicated by GPA. Second, ENROLLMENT SUCCESS indicates a student s likelihood of returning to your institution for a second year. Both of these scores are modeled using a large, nationwide study across varying types of institutions and students. They have been shown to be highly predictive of student success. The tables below show the proportion of your students who have fallen in each of three categories high, medium, and low likelihood of success. Academic Success Index Success Likelihood Definition Percent of Students across All Institutions Percent of Students at Your Institution High Projected 1st-semester GPA > 2.97 35% 42% Medium Projected 1st-semester GPA between 2.23 and 2.97 35% 31% Low Projected 1st-semester GPA < 2.23 30% 27% Retention Success Index Success Likelihood Definition Percent of Students Across All Institutions Percent of Students at Your Institution High Probability of retention > 93.0% 35% 29% Medium Probability of retention between 84.1% and 93.0% 35% 39% Low Probability of retention less than 84.1% 30% 32%
GENERAL SKILLS SCORES This report shows the performance of your students in each of the SuccessNavigator General Skills, compared with the performance of the SuccessNavigator population. All measures have been standardized and scaled to a mean of and a standard deviation of 15. This means that, across the population, 68% of all students will obtain scores within the range of to, and % will obtain scores within the range of to 130 on the SuccessNavigator measures. Range of scores for middle 50% of your population Median score for your population However, samples within a given cohort may vary from the population mean and standard deviation. Therefore, for each score presented, we have provided the median score for your population, as well as the range of scores for the middle 50% of your population. This gives you an initial idea of the variance in scores across the cohort. Below are the scores for your cohort in four broad areas: Your Institution's GENERAL SKILLS SCORES 93 Academic Skills Commitment Self-Management Social Support Tools and strategies to succeed in the classroom Active pursuit toward an academic goal Reactions to academic and other stressors Connecting with people and resources for student success The pages that follow will provide subscores within each domain to explain them more thoroughly.
Academic Skills Tools and strategies to succeed in the classroom Meeting Class Expectations Doing what s expected to meet the requirements of a course, including completion of assignments and appropriate in-class behavior I attend almost all of my classes. I complete the reading that is assigned to me. Organization Strategies for organizing work and time I make a schedule for getting my schoolwork done. I take due dates seriously. 96 Meeting Class Expectations Organization
Commitment Active pursuit toward an academic goal Commitment to College Goals Perceived value of college and determination to succeed and complete education One of my life goals is to graduate from college. The benefit of a college education outweighs the cost. Institutional Commitment Attachment to and positive evaluation of the school. This is the right school for me. I m proud to say I attend this school. Commitment to College Goals Institutional Commitment
Self-Management Reactions to academic and other stressors Sensitivity to Stress Tendency to feel frustrated, discouraged, or upset when under pressure or burdened by demands I get stressed-out easily when things don't go my way. I am easily frustrated. Test Anxiety General reactions to test-taking experiences, including negative thoughts and feelings (e.g., worry, dread) When taking a test, I think about what will happen if I don't do well. Before a test, my stomach gets upset. Academic Self-Efficacy Belief in one s ability to perform and achieve in an academic setting I'm confident that I will succeed in my courses this semester. I can do well in college if I apply myself. 93 Sensitivity to Stress Test Anxiety Academic Self-Efficacy
Social Support Connecting with people and resources for student success Institutional Support Attitudes about and tendency to seek help from established resources If I don't understand something in class, I ask the instructor for help. Barriers to Success Connectedness Financial pressures, family responsibilities, conflicting work schedules, and limited institutional knowledge A general sense of belonging and engagement I know how to find out what's expected of me in classes. Family pressures make it hard for me to commit to school. People close to me support my going to college. I feel connected to my peers. People understand me. 96 Institutional Support Barriers to Success Connectedness